UNIVERSITY OF MAINE AT FARMINGTON COLLEGE OF EDUCATION, HEALTH AND REHABILITATION
LESSON PLAN FORMAT
Teacher’s Name: Cole PhillipsLesson #: 3 Facet:Knowledge of Textual Development Grade Level: 11-12 Numbers of Days: 1-2 Topic: Literary Analysis
PART I:
Objectives Student will understand that there are two major textual themes in the novel
Student will know that Seymour’s death and views have defined Franny and Zooey.
Student will be able to compare and contrast textual themes to understand development of the story.
Product: Prezi
Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment CCSS: “Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.”
Rationale: Students will be closely analyzing the central themes of a story and how it is developing through the point at which they’ve read.
Assessments
Formative (Assessment for Learning) Section I – checking for understanding during instruction Students will use an Entrance/Exit ticket of checking for understanding. I will also regularly ask questions and call for questions to be asked.
Section II – timely feedback for products (self, peer, teacher) This lesson involves self, teacher, and peer feedback using the same rubric so as to level the playing field between all parties.
Summative (Assessment of Learning): The summative assessment for the entire unit is an eBook.
Integration Technology: Prezi
Content Areas: English
Groupings Section I - Graphic Organizer & Cooperative Learning used during instruction Students will use a T-Chart in order to specifically compare and contrast the direction in which the themes have taken Franny and Zooey. They will use a “Thinkpad Brainstorming” method of cooperating learning in order to properly analyze, in groups, the positions they created in their graphic organizers.
Section II – Groups and Roles for Product Students will work in groups during the “Thinkpad Brainstorming” method of cooperative learning, and by themselves to ultimately create the product.
Differentiated Instruction
MI Strategies
Logical: Students will have to organize using a T-Chart. Verbal: Students will have the opportunity to write extensively. Visual: Students will design a Prezi and a visual graphic organizer. Intrapersonal: Students will work alone on the creation of their Prezis. Interpersonal: Students will work together during the process of cooperative learning. Kinesthetic: Students will have the opportunity to move about while participating in the cooperative learning exercise. Naturalist: The hook portion of the class will be conducted outside.
Modifications/Accommodations From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
Plan for accommodating absent students: Students will have been assigned an 'absence buddy' ahead of time, so that in the event of an absence they have a partner who can fill them in and offer them any and all materials that were missed out on. All assignments are expected to be, either, on time or turned in at another time after having worked out a plan with the instructor.
Extensions
Type II technology: Prezi
Gifted Students: Materials, Resources and Technology List all the items you need for the lesson. Laptops Franny and Zooey Graphic Organizer handout Pens/Pencils Paper
Source for Lesson Plan and Research List all URL and describe.
PART II:
Teaching and Learning Sequence (Describe the teaching and learning process using all of the information from part I of the lesson plan) Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages)
Agenda: Day One: Hook (3 Minutes): Students will gather their things and follow the instructor outside in order to create a more relevant discussion of transcendental concepts in the text. Class will then commence. Lesson Part One (25 Minutes): Students will have a conversation about the portion of the book they have read up until that point. They will be encouraged to really begin talking about the major themes, the themes’ relevance, how the themes affect the characters, and how the themes and the text itself relate to their lives. Lesson Part Two (15 Minutes): Students will be lead back inside where they will be given the graphic organizers to complete individually. They will then separate into groups I will have created ahead of time, based on student relationships and learning levels, and discuss the themes decided upon in their graphic organizers. Lesson Part Three (30 Minutes): Students will separate from their groups and begin to work on their Prezi presentations. These are not expected to be overly detailed, as they are not a summative assessment, and, as such, are expected to be completed prior to the following class. Lesson Part Four (5 minutes): They will be told to have the Prezis ready for presentation during the following class, and will fill out an exit ticket, asking whether or not the students have questions, comments, etc… which will be handed in as they leave.
Day Two: Presentations of Prezis. Students will be handed out rubrics (the same the instructor will be using) to assess the presentations as they are presented. Students will self-assess after they have presented using the same rubric.
Content Notes Students will know….. Develop detailed content notes so a substitute or a colleague can teach your lesson
Students will be lead outside to an open, on campus area. They will be encouraged to guide their own discussion, but I would like them to primarily focus on thematic development in the story. Have them bring their books outside so that they can cite specific textual evidence.
Once inside, hand out the graphic organizers I’ve included and have them fill them out individually. This does not need to be a completely silent activity, as some students will inevitably not have read and will need a bit of help from light conversation happening around them. After they’ve finished with the graphic organizers, organize them into groups (I’ve got them listed) to discuss their graphic organizers. Give them a bit of time to discuss and refine their ideas of themes with one another before separating them once more.
Have them take out their laptops and begin work on a Prezi discussing their opinions of the major themes for the remainder of class. While all students have a basic understanding of Prezi, there are “gifted” students in the class who know to help out when it is needed. Before the end of class, please reiterate that the Prezis will be due for presentation the following class, and have them fill out an exit ticket to leave with you at the door (describing a question, comment, concern, etc.).
The following class will be all presentations. The list of presenter order is attached.
Handouts Graphic Organizer Rubrics
Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale
Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Learning Styles
Clipboard: Everything will be carefully planned out and explained. Lesson will be easily understood.
Microscope: The entire lesson is completely analysis based.
Puppy: Students will work together and share their presentations with one another.
Beach Ball: Students will decide on their own themes and approach their Prezis independently and however they choose.
Rationale: Through careful planning, but creative approach, all of the learning styles will be accounted for and satisfied.
Standard 6 -Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.
Formative: Prezi
Summative: eBook
Rationale: The Prezi is a preemptive writing and visual assignment that leads to greater understand which will ultimately fuel the eBook summative assessment.
Rationale: Standard 7 - Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum,cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Content Knowledge: Literary Analysis
MLR or CCSS: CCSS: “Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.”
Facet: Knowledge of Textual Development
Standard 8 -Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
MI Strategies: Logical: Students will have to organize using a T-Chart. Verbal: Students will have the opportunity to write extensively. Visual: Students will design a Prezi and a visual graphic organizer. Intrapersonal: Students will work alone on the creation of their Prezis. Interpersonal: Students will work together during the process of cooperative learning. Kinesthetic: Students will have the opportunity to move about while participating in the cooperative learning exercise. Naturalist: The hook portion of the class will be conducted outside.
Type II Technology: Prezi
Rationale: All of the above MIs will be met through the incorporation of a variety of activities and small assignments which become the formative assessment.
NETS STANDARDS FOR TEACHERS 1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. a. Promote, support, and model creative and innovative thinking and inventiveness
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
Rationale: A) In an entirely individualized and creative approach, students will come to their own conclusions regarding themes in the novel and present their findings convincingly and completely in their own way.
2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S. a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
Rationale: A) Using Prezi, students will approach learning through self-realization of concepts and creative approach.
COLLEGE OF EDUCATION, HEALTH AND REHABILITATION
LESSON PLAN FORMAT
Teacher’s Name: Cole Phillips Lesson #: 3 Facet:Knowledge of Textual Development
Grade Level: 11-12 Numbers of Days: 1-2
Topic: Literary Analysis
PART I:
Objectives
Student will understand that there are two major textual themes in the novel
Student will know that Seymour’s death and views have defined Franny and Zooey.
Student will be able to compare and contrast textual themes to understand development of the story.
Product: Prezi
Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment
CCSS: “Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.”
Rationale: Students will be closely analyzing the central themes of a story and how it is developing through the point at which they’ve read.
Assessments
Formative (Assessment for Learning)
Section I – checking for understanding during instruction
Students will use an Entrance/Exit ticket of checking for understanding. I will also regularly ask questions and call for questions to be asked.
Section II – timely feedback for products (self, peer, teacher)
This lesson involves self, teacher, and peer feedback using the same rubric so as to level the playing field between all parties.
Summative (Assessment of Learning):
The summative assessment for the entire unit is an eBook.
Integration
Technology:
Prezi
Content Areas:
English
Groupings
Section I - Graphic Organizer & Cooperative Learning used during instruction
Students will use a T-Chart in order to specifically compare and contrast the direction in which the themes have taken Franny and Zooey. They will use a “Thinkpad Brainstorming” method of cooperating learning in order to properly analyze, in groups, the positions they created in their graphic organizers.
Section II – Groups and Roles for Product
Students will work in groups during the “Thinkpad Brainstorming” method of cooperative learning, and by themselves to ultimately create the product.
Differentiated Instruction
MI Strategies
Logical: Students will have to organize using a T-Chart.
Verbal: Students will have the opportunity to write extensively.
Visual: Students will design a Prezi and a visual graphic organizer.
Intrapersonal: Students will work alone on the creation of their Prezis.
Interpersonal: Students will work together during the process of cooperative learning.
Kinesthetic: Students will have the opportunity to move about while participating in the cooperative learning exercise.
Naturalist: The hook portion of the class will be conducted outside.
Modifications/Accommodations
From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
Plan for accommodating absent students:
Students will have been assigned an 'absence buddy' ahead of time, so that in the event of an absence they have a partner who can fill them in and offer them any and all materials that were missed out on. All assignments are expected to be, either, on time or turned in at another time after having worked out a plan with the instructor.
Extensions
Type II technology:
Prezi
Gifted Students:
Materials, Resources and Technology
List all the items you need for the lesson.
Laptops
Franny and Zooey
Graphic Organizer handout
Pens/Pencils
Paper
Source for Lesson Plan and Research
List all URL and describe.
PART II:
Teaching and Learning Sequence (Describe the teaching and learning process using all of the information from part I of the lesson plan) Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages)
Agenda:
Day One:
Hook (3 Minutes): Students will gather their things and follow the instructor outside in order to create a more relevant discussion of transcendental concepts in the text. Class will then commence.
Lesson Part One (25 Minutes): Students will have a conversation about the portion of the book they have read up until that point. They will be encouraged to really begin talking about the major themes, the themes’ relevance, how the themes affect the characters, and how the themes and the text itself relate to their lives.
Lesson Part Two (15 Minutes): Students will be lead back inside where they will be given the graphic organizers to complete individually. They will then separate into groups I will have created ahead of time, based on student relationships and learning levels, and discuss the themes decided upon in their graphic organizers.
Lesson Part Three (30 Minutes): Students will separate from their groups and begin to work on their Prezi presentations. These are not expected to be overly detailed, as they are not a summative assessment, and, as such, are expected to be completed prior to the following class.
Lesson Part Four (5 minutes): They will be told to have the Prezis ready for presentation during the following class, and will fill out an exit ticket, asking whether or not the students have questions, comments, etc… which will be handed in as they leave.
Day Two:
Presentations of Prezis. Students will be handed out rubrics (the same the instructor will be using) to assess the presentations as they are presented. Students will self-assess after they have presented using the same rubric.
Content Notes
Students will know…..
Develop detailed content notes so a substitute or a colleague can teach your lesson
Students will be lead outside to an open, on campus area. They will be encouraged to guide their own discussion, but I would like them to primarily focus on thematic development in the story. Have them bring their books outside so that they can cite specific textual evidence.
Once inside, hand out the graphic organizers I’ve included and have them fill them out individually. This does not need to be a completely silent activity, as some students will inevitably not have read and will need a bit of help from light conversation happening around them. After they’ve finished with the graphic organizers, organize them into groups (I’ve got them listed) to discuss their graphic organizers. Give them a bit of time to discuss and refine their ideas of themes with one another before separating them once more.
Have them take out their laptops and begin work on a Prezi discussing their opinions of the major themes for the remainder of class. While all students have a basic understanding of Prezi, there are “gifted” students in the class who know to help out when it is needed. Before the end of class, please reiterate that the Prezis will be due for presentation the following class, and have them fill out an exit ticket to leave with you at the door (describing a question, comment, concern, etc.).
The following class will be all presentations. The list of presenter order is attached.
Handouts
Graphic Organizer
Rubrics
Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale
Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Learning Styles
Clipboard: Everything will be carefully planned out and explained. Lesson will be easily understood.
Microscope: The entire lesson is completely analysis based.
Puppy: Students will work together and share their presentations with one another.
Beach Ball: Students will decide on their own themes and approach their Prezis independently and however they choose.
Rationale: Through careful planning, but creative approach, all of the learning styles will be accounted for and satisfied.
Standard 6 - Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.
Formative:
Prezi
Summative:
eBook
Rationale:
The Prezi is a preemptive writing and visual assignment that leads to greater understand which will ultimately fuel the eBook summative assessment.
Rationale:
Standard 7 - Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Content Knowledge:
Literary Analysis
MLR or CCSS:
CCSS: “Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.”
Facet: Knowledge of Textual Development
Standard 8 - Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
MI Strategies:
Logical: Students will have to organize using a T-Chart.
Verbal: Students will have the opportunity to write extensively.
Visual: Students will design a Prezi and a visual graphic organizer.
Intrapersonal: Students will work alone on the creation of their Prezis.
Interpersonal: Students will work together during the process of cooperative learning.
Kinesthetic: Students will have the opportunity to move about while participating in the cooperative learning exercise.
Naturalist: The hook portion of the class will be conducted outside.
Type II Technology:
Prezi
Rationale:
All of the above MIs will be met through the incorporation of a variety of activities and small assignments which become the formative assessment.
NETS STANDARDS FOR TEACHERS
1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
a. Promote, support, and model creative and innovative thinking and inventiveness
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
Rationale: A) In an entirely individualized and creative approach, students will come to their own conclusions regarding themes in the novel and present their findings convincingly and completely in their own way.
2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
Rationale: A) Using Prezi, students will approach learning through self-realization of concepts and creative approach.